New York University Dance Education Program
Dance for Students with Special Needs
MPADE-GE.2453.001
Fall 2015
Diane Duggan, Ph.D., BC-DMT, Adjunct Associate Professor
Licensed Psychologist, Board Certified Dance/Movement Therapist
212-998-5400, e-mail: [email protected]
This course will interweave movement and psychosocial development with Dance Therapy theory and
best practices in Dance Education and Positive Behavior Support as a basis for understanding dance
education and dance therapy for children and adolescents with special needs. Class sessions will
include lecture, discussion, small group activities, movement experiences, and audio-visual media.
Learning objectives:
Students will define essential goals in dance education and dance therapy for youngsters with
special needs.
Students will review interpersonal and cultural contributions to nonverbal behavior.
Students will understand basic neuro-developmental trends, reflexes and postural reactions and
describe their application to dance education and dance therapy.
Students will become familiar with the sequence and milestones of normal motor development.
Students will utilize a strength-based paradigm for developing dance education and dance
therapy programs for youngsters who have special needs.
Students will differentiate and learn strategies for Universal, Targeted, and Intensive Positive
Behavior Supports
Students will become familiar with common handicapping conditions affecting children and
adolescents.
Students will examine Individualized Education Plans and learn how to write dance education
IEP goals and objectives for youngsters who have special needs
Students will develop dance activities to benefit youngsters who are affected by specific
handicapping conditions.
Students will develop their professional communication skills by participating in class
discussions and movement experiences.
Students will increase their self-awareness and knowledge of the social and emotional impact
of various movement and educational activities by keeping a journal of their personal reactions to class
activities.
Student requirements: Student grades are based on the following:
1. Regular attendance
2. Class participation in movement experiences and discussions in a manner that contributes to the
advancement of the class goals (10% of grade)
3. A written log of classroom experiences and reactions, which will be turned in at the last class.
The format for the journal is sheets of paper, stapled together. Do not encase in a hard cover.
Handwritten is ok, as long as it’s legible.
4. A take-home midterm on lectures and readings for first five classes (30% of grade)
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5. One IEP goal each for physical, cognitive and social-emotional domains to differentiate dance
education for a student with a handicapping condition (15% of grade)
6. Satisfactory completion of three PBS worksheets demonstrating understanding and application
of Universal, Targeted, and Intensive Interventions (15% of grade)
7. A focused paper on differentiation of dance education with children or adolescents who are
affected by a specific handicapping condition. The paper will include two lesson plans for these
students. The paper is due on the last class. (30%)
8. Fieldwork Requirement: Ten hours of observation of students with special needs in a dance
education setting, either self-contained, inclusion, or collaborative team teaching. Students will
document these observations with a time sheet and an outline summarizing the
observation. The outline format will be posted on NYU Classes. This requirement is for K-12
certification.
Please submit all written assignments in hard copy.
PLEASE DO NOT EMAIL ASSIGNMENTS.
Lateness and Absences:
• It is important that students attend all class sessions. Students are permitted a maximum
of two excused absences per semester. Excused absences are granted for religious
observance or illness. Any further absences will affect the course grade.
• If you are late to class please speak to the professor at the end of class to be sure your
attendance has been recorded. Repeated late arrivals will lower your final grade.
Studio Rules:
Only water is permitted in the studio. Leave all other beverages and all food outside.
Remove your shoes immediately upon entering the studio. Only bare feet or dance shoes are
permitted on the floor.
Late Assignments:
Students are expected to turn in assignments on time. Late submission of assignments can
affect the grade on that assignment and the final grade.
All written assignments must be submitted in hard copy. PLEASE DO NOT EMAIL ASSIGNMENTS.
Required texts:
Duggan, D., Stratton-Gonzalez, S., and Gallant, C. (Finkelstein, J., Ed.). (2009). Dance
education for diverse learners: A special education supplement to the blueprint for
teaching and learning in dance. New York City Department of Education. Download from
NYCDOE website: http://schools.nyc.gov/offices/teachlearn/arts/DanceSpecEDSupplement.html
Kaufman, K. (2006). Inclusive creative movement and dance. Champaign, IL: Human
Kinetics. NO LONGER AVAILABLE
Duggan, D. and Rubinstein, A., (2015). Dance and Students with Disabilities in Blueprint for
Teaching and Learning in Dance: Pre-K to 12. New York City Department of Education. pp.
68-73. Download from the NYCDOE website:
http://schools.nyc.gov/offices/teachlearn/arts/canda_dance.html
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Readings not included in required texts will be posted on NYU Classes.
Course Content:
Sept. 2
Introduction to Dance Education and Dance Therapy for Children and
Adolescents with Special Needs
Reading: Duggan, D. et al (1980) Dance Therapy. ADTA.
Sept. 9
Looking at Movement
Reading: White, Elissa (1974) Effort-shape: Its importance to dance therapy and
movement research. In Mason, K. (Ed.). Dance Therapy: Focus on Dance VII.
AAHPERD, pp. 33-38.
Sept. 16
Developmental Perspective: Neurophysiological Basis of Movement
Reading: Gallahue & Ozmun. (2006). Infant reflexes and rhythmical stereotypies. In
Understanding Motor Development. Pp. 147-155.
Batra, M. et al. (2011) Postural reactions: An elementary unit for development of motor
control. Disability, CBR & Inclusive Development. V. 22, n.2, pp. 134-137.
Sept. 23
Developmental Perspective: Psychosocial and Motor Development in Infancy
Reading: Gallahue & Ozmun. Ibid. Rudimentary movement abilities. Pp.157-171*
Sept. 30
Developmental Perspective: Psychosocial and Motor Development in Early
Childhood
Reading: Gallahue & Ozmun. Ibid. Fundamental movement abilities. Pp. 209-251*
Midterm is due Wednesday, October 7th
Oct. 7
Positive Behavior Supports for Dance Education: Universal Supports
Reading: Duggan, Stratton-Gonzalez, & Gallant (Finkelstein, Ed.). pp. 1-39.
Oct. 14
Positive Behavior Supports for Dance Education: Targeted and Intensive
Supports
Reading: Duggan, Stratton-Gonzalez, & Gallant (Finkelstein, Ed.). pp. 45-74.
Oct. 21
Aligning Individualized Education Plan (IEP) Goals with Dance Education
Reading: Duggan, Stratton-Gonzalez, & Gallant (Finkelstein, Ed.). pp. 79-110.
IEP Goals are due Wednesday, October 28th
Oct. 28
Differentiating Dance Education for Students with Physical and Multiple
Disabilities
Reading: Genzlinger, N. (2009, November) Learning His Body, Learning to Dance, NY
Times.
Nov. 4
Differentiating Dance Education for Students with Cognitive Challenges
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Reading: Duggan, D. (1980) Dance therapy with severely multiply handicapped
children. In Leventhal, M. (Ed.). Movement and Growth: Dance Therapy and the
Special Child. New York: NYU, pp. 45-51.
Nov. 11
Differentiating Dance Education for Students with Autistic Spectrum Disorders
Reading: Erfer, T. Treating children with autism in a public school system, pp. 191-211.
Loman, S. The case of Warren: A KMP approach to autism, pp. 213-223.
Erfer and Loman readings are in Levy, F. (1995). Dance and other expressive arts
therapies.
Autism Speaks (2013) DSM-5 Diagnostic Criteria.
Nov. 18
Differentiating Dance Education for Students with Emotional Disabilities
Reading: Long, N. (2007). The conflict cycle paradigm: How troubled students get
teachers out of control. In Long, N., Morse, W., Fecser, F., & Newman, R. (Eds.)
Conflict in the Classroom. pp. 244-265. Austin, TX: Pro-Ed.
Nov. 25
No Class. Happy Thanksgiving
Dec. 2
Differentiating Dance Education for Students with Learning Disabilities
Reading: Reading: Duggan, D. The 4’s: A dance therapy program for learning
disabled adolescents. In Dance and Other Expressive Arts Therapies, pp. 225-240.
Dec. 9
Integrative Experience in Dance Education for Students with Special Needs
Reading: Duggan, D. & Rubenstein, A. (2015). Appendix G. Dance and Students with
Disabilities. In Blueprint for Teaching and Learning in Dance.
Final Paper and Written Logs are due at last class
WEDNESDAY, December 9th
HARD COPY ONLY
If you want your papers to be mailed back to you, please include
a large self-addressed envelope with sufficient postage for paper and journal.
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OUTLINE FOR FINAL PAPER
Description of handicapping condition affecting children and/or adolescents
Needs of youngsters affected by that condition
Strengths of youngsters affected by that condition
How can dance be used to meet the needs of these youngsters?
Include lesson plans for two sample dance activities that would benefit students affected by
handicapping condition
Post lesson plans on NYU Classes so colleagues can access them
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard
of Hearing should register with the Moses Center for Students with Disabilities
at 212 998-4980, 240 Greene Street, www.nyu.edu/csd.
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